1. ORAL WORK

2. Speaking is perhaps the most demanding skill for the teacher to teach.
In their own language children are able to express emotions, communicate intentions and reactions, explore the language and make fun of it, so they expect to do the same in English.
There are limitations because of their lack of actual language.

3. You cannot expect to be able to predict what language the children will use.
You will always find that children will often insert their native language when they can’t find the words in English.

4. Finding the Balance
It is important to find the balance between providing language through controlled and guided activities and at the same time letting them enjoy natural talk.
Most of the students have little opportunity to practice speaking English outside the classroom.

5. Correction
When learners are working with controlled and guided activities, we want them to produce correct language. If they make mistakes at this stage then they should be corrected at once.
When students are working on free oral activities we are trying to get them what they want to say, to express themselves and their own personalities. The emphasis is on the content. Correction should not be done while the activity is going on. The teacher can note what she thinks should be corrected.

6. Presenting new language correctly
When children start learning a language, they obviously need to be given language before they can produce it themselves. At this stage the activities will be under the control of the teacher.
Some ways to present new language orally:
Using a mascot
Drawings
Silhouttes
Puppets
Mime and act
Realia- clothes, toys
What else could you use to present a new language orally?

7. Using a mascot

9. You can use very simple drawings on the board.

10. Controlled practice
Controlled practice goes hand in hand with presentation since it is important that pupils try out new language as soon as they have heard it.
In controlled practice there is little chance that children can make a mistake.
Teddy: Do you like?
They ask each other ‘Do you like…..?’

11. Examples of controlled practice:
Telling the time
What is the time?
It is _________.
Activities like these provide the basis for the oral work, but do not always produce real language at once. The purpose is to train children to use correct, simple, useful language within a situation or context.
Learners may have to repeat sentences, be corrected and go through the same thing several times.

12. Guided Practice
Guided practice follows on directly from controlled practice and will often be done either in pairs or in small groups.
Guided practice usually gives the pupils some sort of choice, but the choice of language is limited.
For example:
What’s the time?
Chain work?

15. Dialogues and role play work:
Working with dialogues is a useful way to bridge the gap between guided practice and freer activities.
Controlled dialogues can easily develop into freer work when the pupils are ready for it.
Putting children into pairs for doing the dialogue is a simple way of organising even large classes.

16. First the teacher will have to present the dialogue in whatever way seems most suitable.
Dialogues which involve some sort of action or movement are the ones which works best with young children.

17. Using objects
Real objects can make a dialogue come alive for young children, and give it an amusing communicative purpose.
Ask children to have something unusual in their pockets the next day.
Make sure that each one knows what the word for his or her object is in English.
Then children go through guided dialogues.

19. Role play
Another way of presenting dialogues is through role play.
In role play students are pretending to be someone else.
For young children you should from the structured to the more open type activity.

26. Free Activities

28. Children generally enjoy talking about themselves, and to hear their classmates doing the same. They enjoy talking about their hobbies, sports, famillies, and so on.

29. Pairwork and Groupwork
When students work in pairs and groups they
Get more opportunities to speak
Ask and answer questions
Learn a lot from each other
Gain confidence

30. Teaching tips for pairwork and groupwork activities:
Make your instruction very clear
Show the children first what you want them to do
Help them to acquire phrases to use when talking to each other
Give children planning time to think of what to say
Let them rehearse if they are going to speak to all class.

35. Whole class activities

36. Pass the ball game You need music and a ball. Put on the music.
The children keep passing the ball to the child next to them.
When the music stops, the child with the ball has to answer a question or talk about a picture.
If a child doesn’t want to answer, she/he can say ‘pass’.
When the music starts again, the ball continues around the room.